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ERIC Number: ED030484
Record Type: RIE
Publication Date: 1969-Feb
Pages: 11
Abstractor: N/A
Reference Count: 0
The Effect of Verbalization of Relevant and Irrelevant Dimensions on Concept Formation.
Dembo, Myron H.; And Others
The purpose of this study was to investigate both the relationship between verbalization and shift-learning and the possible prepotent stimulus dimensions of the eighty-four 7-year-olds used as subjects. Four pairs of two-dimensional stimuli were presented to the children, for the discrimination learning task, in the following order: large black, small white; large white, small black; small black, large white; and small white, large black. The two types of initial discrimination dimensions were size (S) and brightness (B). Two types of shifts, reversal (R) and nonreversal (NR), and three types of verbalization (no verbalization, one-dimension verbalization, and two-dimension verbalization) were also used. This created 12 treatment groups into which the 84 children were divided. The scores from discrimination learning under the 12 conditions indicated that (1) the R group performed superior to the NR group, (2) the S group learned more easily than the B group, and (3) no effect was due to verbalization conditions or to interactions. (WD)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the 1969 Annual Meeting of the American Educational Research Association, Los Angeles, Calif.